Search results

Currently, online chat is in common use in e-commerce. By adding social interaction to the online context, companies hope to increase customers’ purchasing intentions. However, previous studies have not investigated how social presence is embedded in online business-to-business (B2B) chat conversations between buyers and sellers. Moreover, the functions of online chat in B2B sales have not been investigated.

The data was collected at a case company over the course of four years, from which the authors analyzed 157 online chat conversations between buyers (n = 157) and sellers (n = 9) with a theory-driven thematic analysis. In addition, data from the company’s customer relationship management system was collected to specify buyer types.

The results reveal that social presence was embedded in online B2B chat via buyers’ interactive, affective and relationship maintenance responses. Social presence differed depending on the type of buyer, with only existing customers having relationship maintenance responses. E-commerce B2B chat functions can be described as multiple and changing depending on the buyer–seller relationship stage.

Having data only from one case company limits the results to one type of industry.

The results can be used in sales training and when developing online chat services.

Results bring scientific utility to B2B sales and marketing research, as the authors build a bridge between social presence, the existing theoretical model on B2B buyer–seller relationship development and online chat as a communication medium. Other researchers may use this understanding when exploring B2B buyer–seller interaction in different digitalized communication media.

An integrative model that predicts users' stickiness to WeChat is built. In the proposed model, perceived value plays a dual mediating role in the causal pathway from users' immersive experiences of presence and flow to their engagement and stickiness. Furthermore, presence is treated as a bi-dimensional construct made up of spatial feelings and the sense of being in company, and users' engagement is conceived as cognitive, affective and behavioural contributions to WeChat's marketing functions.

The authors develop a measurement instrument and analyse data from a survey of 917 WeChat users. They use a hybrid partial least squares-structural equation modelling (PLS-SEM) and neural network approach to confirm the reliability and validity of the measurement items and all the relationships between the constructs.

The paper provides robust evidence about the mediating influences of both utilitarian and hedonic value on users' engagement with the immersive experiences of presence and flow. An additional finding highlights the role of social norms in engagement and stickiness.

Rather than studying the effects of the immersive experiences of presence and flow from either a hedonic or a utilitarian perspective, the authors consider how immersive experiences shape both utilitarian and hedonic value, as well as their joint impact (along with that of social norms) on users' engagement and stickiness.

Chatbots represent an innovative channel for retailers to meet young customers' needs anywhere and at any time. Being an emergent technology, however, it is important to investigate more thoroughly how users perceive it, and which are the variables that enhance a positive attitude towards this technology. On this premise, this study applies a social relationship perspective to the design of chatbots addressed to younger consumers.

The study adopts a between-participants factorial design to investigate the effects of visual cues (avatar presence vs avatar absence) and interaction styles (social-oriented vs task-oriented) on social presence and how this, in turn, enhances millennials' perceived enjoyment, trust and, ultimately, attitude towards the chatbot. A survey experiment was employed to conduct the study on data collected from 193 Italian millennials.

The results show that applying a social-oriented interaction style increases users' perception of social presence, while an insignificant effect was found for avatar presence. The partial least square structural equation modeling (PLS-SEM) analysis further confirms the hypothesised model.

The adoption of new digital technologies such as chatbots is likely to have a far reaching effect on retailers, consumers, employees and society. For this reason, a broad understanding of the phenomenon is needed. To the best of our knowledge, this is the first study to provide results from an experimental design in which both interaction style (social- vs task-oriented) and avatar (presence vs absence) of a chatbot are manipulated to directly explore social presence and its effect on trust, perceived enjoyment and millennials' attitude towards a chatbot applied for retailing purposes.

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process.

The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions.

The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership.

Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging.

Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.

Methods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.

Results indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.

In line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.

Recent service studies suggest focusing on the service triad consisting of technology-customer-frontline employee (FLE). This study empirically investigates the role of service robots in this service triad, with the aim to understand the augmentation or substitution role of service robots in driving utilitarian and hedonic value and ultimately customer repatronage.

In study 1, field data are collected from customers (n = 108) who interacted with a service robot and FLE in a fast casual dining restaurant. Structural equation modeling (SEM) is used to test hypotheses about the impact of service robots' anthropomorphism, social presence, value perceptions and augmentation opportunities in the service triad. In study 2, empirical data from a scenario-based experimental design (n = 361) complement the field study by further scrutinizing the interplay between the service robot and FLEs within the service triad.

The study provides three important contributions. First, the authors provide empirical evidence for the interplay between different actors in the “customer-FLE-technology” service triad resulting in customer repatronage. Second, the empirical findings advance the service management literature by unraveling the relationship between anthropomorphism and social presence and their effect on perceived value in the service triad. And third, the study identifies utilitarian value of service robots as a driver of customer repatronage in fast casual dining restaurants.

The results help service managers, service robot engineers and designers, and policy makers to better understand the implications of anthropomorphism, and how the utilitarian value of service robots can offer the potential for augmentation or substitution roles in the service triad.

Building on existing conceptual and laboratory studies on service robots, this is one of the first field studies on the service triad consisting of service robots – customers – frontline employees. The empirical study on service triads provides evidence for the potential of FLEs to augment service robots that exhibit lower levels of functional performance to achieve customer repatronage. FLEs can do this by demonstrating a high willingness to help and having excellent interactions with customers. This finding advocates the joint service delivery by FLE – service robot teams in situations where service robot technology is not fully optimized.

The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.

Data were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.

Technological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.

The findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.

This study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.

Social media has become an inescapable part of our lives. However, recent research suggests that excessive use of social media may lead to fatigue and users’ disengagement. This study aims to examine which brand-related factors contribute to social media fatigue (SMF) and its subsequent role on driving lurking behaviors, particularly among young consumers.

Based on survey data from 282 young users of social media, a holistic model of brand-related drivers and outcomes of SMF was tested, emphasizing the contribution of brands’ social media presence to users’ disengagement.

Research shows that branded content overload and irrelevance, as well as branded ads intrusiveness significantly impact SMF, which in turn plays a mediating role between brand-related drivers and lurking behaviors. The authors further conclude that the impact of SMF on lurking is stronger for users who follow a larger set of brands.

The study contributes to social media research by addressing its “dark side” and empirically validating the role of brands’ social media presence in developing young users’ fatigue and disengagement. The study further adds to the scant literature on SMF, which was mostly developed outside the branding field. Research also provides valuable insights to brands on how to improve their social media performance.

This paper presents a study of a system that allows remote and onsite visitors to share a museum visit together in real time. The remote visitors are older adults at a care home and their relatives and/or friends who are at the museum. The museum visits are interactive. Meaningful stories accompany the museum exhibits, and there’s an audio channel between onsite and remote visitors. The aim of the study is to determine whether the remote visitors, i.e. older adults are able to use such technology and to study the mediated sense of spatial presence, social closeness, engagement and enjoyment in the visit. This study discusses the relationship between these aspects and factors leading to a better remote experience for older adults.

This study has 14 onsite and 12 remote older adult participants. Standardized questionnaires measured the mediated sense of spatial presence, the experienced social closeness and the level of participants' engagement and enjoyment in the visit of the older adult participants and traced onsite visitors in their position during the visit. The audio logs were subjected to thematic content analysis.

The results show that older adults enjoy and engage in remote visits, and that there is a positive correlation between enjoyment, engagement and social closeness. The findings argue that both the audio channel and the interactive story are important for creating an affective virtual experience: the audio channel increases the sense of closeness, whereas the interactive story makes the visit more engaging, providing structure, direction and purpose to the visit.

This work advances the state of art in the domain of technologies for older adults and addresses the needs of this population to stay in contact with both people and places.

The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand.

The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence.

The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning.

This reflection is based on the experiences of three academic staff in one tertiary organisation.

The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning.

The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19.

This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature.